In this study, physiological and psychological outcomes of an 8-week moderate to vigorous aerobic exercise program (Zumba®) for adults with intellectual and developmental disabilities (IDD) were examined. Forty-six participants were randomly assigned to the experimental group (n = 24) or control group (n = 22). The experimental group participated in Zumba® for 8 weeks, 3 days per week, along with completing exercise rating scales and fitness tests. Outcome measures included agility, endurance, rate of perceived exertion (RPE), exercise motivation, and exercise self-efficacy. Agility, endurance, and RPE were measured by three fitness tests; Timed Up and Go (TUG) test, the Six-Minute Walk Test (6MWT), and Modified Borg Dyspnoea (MBD). Physiological outcomes were measured before the intervention (pretest), 4 weeks during the intervention, and after the intervention (posttest). The experimental group completed a follow-up of all three fitness tests 2 weeks after the removal of the intervention. A paired t test assessed the continuous measures within each group. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Parents of children with developmental disabilities (DDs) often suffer from psychological distress stemming from their children’s behavioral problems. One cause of distress is their challenge to accept their children’s illnesses mindfully. A culturally tailored and readily accessible mindfulness intervention may increase mindfulness and reduce distress. Also, there were insufficient studies regarding culturally relevant mindfulness trainings that have been conducted in Thailand. Therefore, a Brief Culturally Tailored Thai Mindfulness intervention (BCTTMi) was developed, merging the work of Jon Kabat-Zinn with Buddhist philosophy. The purpose of this study was to examine the effects of the BCTTMi on stress, anxiety, and mindfulness in these parents. An experimental waitlist control crossover design with the 2-weekend BCTTMi was employed in 22 Thai parents and caregivers of children with DDs. They were all Thais and Buddhists; more than half had practiced meditation. They completed three Thai-version questionnaires: (a) the Parenting Stress Index-Short Form-4th edition; (b) the State Anxiety Inventory-Form-Y-1; and (c) the Mindfulness Assessment Scale, at three measurements (baseline, posttest, and two-week follow-up). Repeated measure ANOVA analyses were used to analyze data. The findings showed that anxiety significantly decreased from baseline to posttest, and mindfulness significantly increased with the BCTTMi. Nevertheless, stress did not significantly reduce over time, and change between intervention and control conditions did not differ for anxiety level. Moreover, there were no differences in any outcomes from posttest to two-week follow-up. In spite of Buddhist homogeneity of participants and sustained stress, mindfulness increased, and anxiety decreased following the BCTTMi. These findings indicate the feasibility of tailoring the mindfulness-based training to specific cultures and its usefulness as an efficient option for parents and caregivers of children with DDs. Further studies regarding the BCTTMi are warranted in broader populations and settings. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Individuals with developmental disabilities are at high risk for sexual abuse, exploitation, sexually transmitted diseases and unwanted pregnancies. Thorough screening by clinicians in outpatient settings recommending preventative measures to promote reproductive and sexual health, and developing caregiver trust are essential. The aim of this systematic review was to provide screening tools to assist clinicians in assessing the sexual histories of individuals with developmental or intellectual disabilities. The Iowa model and the cognitive behavioral theory were used as the theoretical frameworks that guided and informed this project. A total of 148 articles were sought and, of the 34 articles reviewed, 19 were pertinent to synthesize the literature. Articles were appraised using the John Hopkins evidence-based practice model. Results from the existing literature showed that no screening tools are available to assess the sexual histories of individuals with developmental and intellectual disabilities. Thorough screening the sexual histories of individuals with developmental and intellectual disabilities could empower safe sexual practices and the attainment of a life with personal fulfillment for members of this population. The results of this project can result in positive social change by protecting the population of individuals with developmental and intellectual disabilities from exploitation, unplanned pregnancy, and sexually-transmitted diseases. Future research is needed to fill the gap in the field and develop sexual history screening tools for this population.

The level system is a behavioral procedure that alters the status of a participant contingent on his or her behaviors; within each level the amount of reinforcement is different. In most cases, level systems are paired with another form of treatment such as a token economy. In the current study, the effectiveness of a level system with a built in token economy was evaluated within three intensive residential group homes with 3 male participants. Each participant was diagnosed with mental retardation and behavioral issues. The level system was comprised of 5 different levels, each having different privileges and reinforcers. Each participant received token dollars for displaying replacement behaviors and the tokens were used to purchase items from a token store. A preference assessment was conducted to determine the items and their values. The results of the current study suggest that a level system with a built in token economy is an effective form of treatment in managing severe, inappropriate behaviors in individuals with mental retardation residing in a group home setting.

The purpose of this investigation was to compare the effectiveness of integrated and segregated settings in elementary physical education. The efficacy of each setting was measured by the quantity of opportunities to respond (OTR) and the quality of those responses. This study examined the frequency and motor appropriateness of OTRs for children with developmental disabilities in integrated and segregated physical education classes. This study utilized a single subject alternating conditions design. Four students, 7 to 11 years, with developmental disabilities participated in this study. All participants received both general (integrated) physical education and adapted (segregated) physical education services throughout the 1997-1998 school year. Subjects were videotaped during the lesson focus portion of both the integrated and the segregated physical education settings once each week for a total of five weeks. Data on the frequency and motor appropriateness of the OTRs were collected and analyzed for each participant in both settings. Students with developmental disabilities generally made more responses in the segregated physical education setting. The motor appropriateness of these responses were similar in both segregated and integrated settings, although it was marginally higher in the segregated setting. The results of this investigation demonstrated that students with developmental disabilities received higher quantities of OTRs in the segregated physical education setting. However, there was little difference between settings with respect to the quality of the OTRs for three of the four subjects. For this reason and other suspected academic and social benefits of integration, an integrated physical education setting may prove beneficial for a number of students with disabilities. / Graduation date: 1998

Individuals with mild developmental disabilities have traditionally been excluded from full participation in their career decision making due to the stereotyping of their perceived incompetence. This view forms a mind-set or stigma that is recognized as the disability myth. This study initially addressed the vocational development of individuals with mild developmental disabilities. A selected group of seven were identified from a population of 70. These seven had participated in a high school intervention program that was vocationally based and were deemed as most likely to demonstrate vocational maturity. They provided information regarding their vocational development through unstructured interviews. Donald Super speculated that individuals with disabilities could benefit from the existing theories of vocational development; his theory of vocational development described the seven participants. All seven were vocationally mature. All had independent adult status. All were employed and had continuous employment histories. None of the seven were receiving income replacement or benefits from dependency programs, such as, Medicaid, Food Stamps, or Supplemental Security Income. All seven participants had well defined vocational self-concepts and well developed self-concept systems. Super further speculated that persons with disabilities may need a special application of a vocational development theory although not a different one; this conjecture was not applicable to the seven participants. Further research on the applicability of Super's theory should focus on other individuals with mild developmental disabilities who are not employed; those receiving assistance from income replacement or dependency programs should also be studied. Qualitative methods will be essential to conducting these studies. The applicability of his theory to those with other types of disabilities should also be tested. The seven participants seemed to have benefited from the vocationally-based intervention program. The relative benefit of each component of the intervention should be studied. / Graduation date: 1994

Thesis (Ph. D.)--University of Washington, 1981. / Bibliography: leaves [135]-141.

Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisors: Michael Gamel-McCormick and Michael Ferrari, Dept. of Individual & Family Studies. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 184-193). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of California, San Diego, 2001. / Vita. Includes bibliographical references (leaves 192-200).